Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. - PsycNET
https://psycnet.apa.org/record/2021-74878-001
Citation
Spencer, M., Fuchs, L. S., Geary, D. C., & Fuchs, D. (2021). Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000670
Abstract
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years, SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
https://psycnet.apa.org/record/2021-74878-001
Citation
Spencer, M., Fuchs, L. S., Geary, D. C., & Fuchs, D. (2021). Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000670
Abstract
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word reading) in 370 children (Mage = 6.55 years, SDage = 0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to later mathematics and reading outcomes and that numerical cognition processes, which may track ease of forming symbol-concept associations, predict later performance across both academic domains. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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Kevin S. McGrew, PhD
Educational & School Psychologist
Director
Institute for Applied Psychometrics (IAP)
https://www.themindhub.com
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